The Fort Huachuca Accommodation School District: 1,300 Students Grades K-8 Students are primarily from military families Located 45 minutes southeast of Tucson, Arizona Located on the U.S. Army’s leading intelligence training installation Educational Leadership from the Superintendent
Conceptual Vision A state of the art middle school to house grades 6, 7 and 8 whose instructional program is driven by technology. To us a “Technology Driven School” has two components. One is centered around the INSTRUCTIONAL opportunities of technology. And the second is driven by CONSTRUCTION and OPERATIONAL opportunities of technology.
21 st Century Learning Concepts Learning opportunities enhanced through technology Collaborative instructional space supports active student engagement Communities of global inquiry Instruction is interdisciplinary and projects-based Students at the center of the learning process Relevance prevails Learning experiences are embedded in authenticity Interactions model meta-cognition Inquiry based activities using synthesis and analysis
Summary of Instructional Technology Integrated Delivery of instructional material. Inter-Disciplinary study opportunities and instruction. Hands-on technology for every student (laptop or iPad). This is a ‘Hot Building’. Wirelessly connect throughout. Indoors and out. There is a ‘Hottest Spot’ or Nerve Center. This ‘Space’ looms over the classroom spaces. This traditionally would be the media center. We recognize that we do not need a library as we know it today. We recognize that few textbooks will be needed in our school, especially in the upper grades. We believe that technology usage will be different in Grades 6, Grades 7 and Grades 8, as this relates instructional delivery. Experimentation is a key to our instructional process. Individual and small group work takes place daily, informally and spontaneously. Critical skills of thinking, working together and research are paramount. ‘Real world’ collaborative work focus is integral for daily instruction. Every space in the building and on the school site must be considered a ‘learning space’. Hallways, walkways, patios, play areas are all opportunities for learning and communication. We believe that our school will offer a great sense of security to our students. Our students need their ‘place’, their friends, their opportunity for learning in a safe, secure and perhaps residential scale environment. From a comparative standpoint, it is fair to think of the instructional delivery program as a Montessori Program for Middle Schoolers. Individual learning styles, individual progress, interdisciplinary study and exploration and spontaneous learning opportunities all driving the instructional program, with tomorrows technology.
Summary of Building Technology The integration of solar, wind, geothermal and water harvesting and reuse are basic components to the design and operation of this building. Material selection will be focused on green products and unique furnishings that support technology usage, have a residential feel and scale. Furnishing should be comfortable for students and flexibility in usage. Construction methodology must be sensitive to the environment on a daily basis. Concern for emissions, handling waste and preserving land and plants must be evident. The anticipated building systems lead the District to the need for a building management services contract at the time we open the new school to assure safety and cost efficient operation of the new building. All building systems should lead to learning opportunities. View of building operational systems, color coding, measurement and any other real world opportunity for learning needs to be captured.
Educational Program Our Vision: Real world, authentic Project Based Learning STEM Driven, integrated, group instruction Supported by integrated technology Student Centered, Teacher Facilitated All based on Dr. Frueauff’s research and experience Electric, Solar, Water and Wind are all monitored for student study purposes
Design Criteria: A ‘future proof’ school……….. flexibility Support Project Based Learning model Learning must start immediately when student steps on to the site Every square foot indoor and outdoor must provide a learning opportunity Support the community environmentally A sense of ‘Place’ for students
What Net Zero Means to Us Sustainable Performance of our building. Real cost savings for the school district. A learning opportunity for our students. Doing the right thing for our community.
Project Sustainability Practices Minimizing energy usage Daylighting Managing Stormwater Harvesting Rainwater Solar Hot Water Maximizing energy production with wind and solar Recycling
Key Sustainable Element Providing an awareness of sustainable practices and respect for our environmental resources to STUDENTS. Students are our most sustainable resource.
Objectives NZEB primary principles: Carefully designed daylighting, turn electric lights off, solar gain less than electric lighting internal heat gain Optimized HVAC designed to daylighted building Control over all other loads, especially computers Minimum quiescent base load
Procedures Fully daylight all high- occupancy-hour spaces Don’t waste cooling energy on low-occupancy-hour spaces Primary source: north sky clerestories More lumens per watt than other daylight orientations Secondary sources Shaded south daylight Diffusing skylights Windows
Climate and Site Favorable latitude 31.5° N High sunshine availability Moderate temperatures Low humidity Unobstructed sky dome
Daylighting by Element ClerestorySkylights WindowsAll
Strategy Classrooms North and south clerestories and windows Skylights Gym North clerestory Skylights Core Skylights, clerestory
Typical Classroom Section Peek-a-boo clerestory South wall shaded window and clerestory Cutoff angle for winter passive heating Skylights in side classrooms (min E and W windows)
Notes Designed to operate without electric lighting by day in highly occupied spaces Very efficient dimmable electric lighting is provided with daylighting controls Spaces not fully daylighted have low hours of general use or useful low light levels
Notes (Continued) Design target <15,000 BTU/SF/YR Minimal electric lighting day and night NZEB operation at lowest possible cost for renewable resource HVAC system size smaller than a conventional design Total energy use reduced by about one-half
Building Energy Model Process Hourly Analysis Program (HAP) Version 4.51 Estimating loads and designing systems Simulating energy use and calculating energy costs Three-step process Define building Create mechanical systems Run annual simulation
1. Define Building Building Envelope constructions Identify internal loads: Lighting, equipment & people Determine how building is utilized: When lights are on & when people occupy the building Type of walls, roof and insulation Window U-Values Solar heat gain coefficients 2. Create Mechanical Systems Group into thermal zones (under control of one thermostat) Calculate outdoor air ventilation Assign appropriate/ desired HVAC equipment: split system DX units or large central air handling units 3. Run Annual Simulation Identify all items that consume energy Enter accurate fan power and mechanical equipment efficiencies Assign utility rates to electric, natural gas, etc. THEN HAP estimates annual energy usage & energy costs by simulating building operations based on 8,760 hours in a year Compare results & costs to determine best design
Design Process Design CharrettePreliminary DesignSchematic DesignFinal Design Develop footprint Generate energy model “shoe box” or generalized shape with approx. dimensions Lighting densities used Estimate HVAC equipment Estimate size of electrical service Generate building elevations– more accurate estimate of glass and proportions per space Determine floor to floor ceiling heights Recalculate heating and cooling loads & refine equipment sizes Construction materials are known Set glass performance and R-values More accurate lighting power density Know occupied times Heat generating equipment that affects internal cooling load known Choose desired wall type Finalize building envelope, internal loads, people and schedules Focus shifts to mechanical process Compare annual operating costs to determine which mechanical option is best
Energy Model Data AreaGross SF Modeled (Net) SF kBtu w/ Gas kBtu/SF Per Year kBtu w/o Gas kBtu/SF Per Year kWH kWh/SF Per Year Unit A/B56,96443,6471,191,27127.29 881,15120.19258,2515.92 Unit C20,58719,524620,42231.78 349,62117.91102,4685.25 Unit D11,14210,612334,43231.51 195,72718.4457,3645.41 Total88,69373,7832,146,12529.09 1,426,49919.33418,0835.67 The results become the baseline control for estimating renewable requirements for achieving net zero monitoring behavior after occupancy for Validation of Building Performance.
Sustainable Summary Net Zero Energy Energy Modeled Energy Management / Dashboard Photovoltaics for electrical offset Solar Water Heating for gas offset Wind Turbines for night / storm electrical offset Daylighting High Efficiency HVAC Equipment Ceiling Fans Water Harvesting / Native Plant Palette
The Importance of Colonel Smith Middle School Aspiration Redefine the learning environment for the 21st century Make environmental awareness central to the curriculum Awareness Serves as teaching tool for students and the community Performance data not predicted outcomes Real time feedback = timely intervention Real time feedback = improved performance
Net Zero Energy Building Benefits: Stabilize future building energy costs Reduce overall school energy consumption Building and systems designed as an integral part of the educational delivery process Students monitor energy use and generation, wind dynamics and water harvesting